Incorporating Technology and Cooperative Learning to Teach Function Transformations

Autor/inn/en	Boz, Burçak; Erbilgin, Evrim
Titel	Incorporating Technology and Cooperative Learning to Teach Function Transformations
Quelle	In: Australian Mathematics Teacher, 71 (2015) 4, S.33-38 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Mathematics Instruction; Teaching Methods; Technology Uses in Education; Educational Technology; Cooperative Learning; Secondary School Students; Graphing Calculators; Mathematical Concepts; Graphs; Foreign Countries; Grade 10; Secondary School Mathematics; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Kooperatives Lernen; Sekundarschüler; Grafischer Taschenrechner; Grafische Darstellung; Ausland; Türkei
Abstract	When teaching transformations of functions, teachers typically have students vary the coefficients of equations and examine the resulting changes in the graph. This approach, however, may lead students to memorise rules related to transformations. Students need opportunities to think deeply about transformations beyond superficial observations about changes in the graphs. In this article, the authors describe an activity in which upper secondary school students used graphing calculators in cooperative learning groups to analyse and create motifs found in traditional Turkish rugs. The activity centres on transformations of functions. It encourages students to make connections between original and transformed graphs and to think deeply about the effect on the graph of changing a parameter. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11